The needs of urban schools are the focus of educators. Of primary concern is the lack of qualified teachers who are prepared to meet the needs of learners in U.S. classrooms. One factor of policymakers' concern is the mismatch between the experiences and backgrounds of many teachers versus those of students they will teach. Preservice teachers continue to mirror this mismatch. Preparing preservice teachers to enter the profession as culturally relevant teachers is a goal of teacher preparation programs. This article looks at one university's program to help preservice teachers develop cultural competence. The study was designed to investigate the university's efforts to provide preservice teachers with opportunities to experience cultural and linguistic diversity. This article, developed from a larger study, focuses on developing culturally relevant practice among preservice teachers.